Phenomena Hub: About Phenomena

What is a phenomenon?

Science is more than facts and figures. It helps us understand the world around us. The world is filled with phenomena: observable events that occur in the universe. We use science to make sense of phenomena. In the field of engineering, we design solutions to problems that arise from phenomena.

Why should I focus on phenomena?

Our students are scientists. They may one day become professional scientists. They may take other career paths. Regardless of their future choices, our students are scientists now.

Science education focused on phenomena reinforces the belief that students are scientists. Student scientists get curious about something they observe and seek to figure it out. By building science and engineering knowledge through investigating phenomena, students develop evidence-based ideas to explain and predict what is happening in their own world. Science is how students make sense of what they experience every day — it isn’t just something that professionals do.

How do I assess if a phenomenon is high-quality and effective?

Use the following questions to help you select effective phenomena that drive student inquiry, investigation, and explanation.

1. Is the phenomenon observable and explainable?

A good phenomenon is something students can observe, either directly or indirectly, and investigate using scientific knowledge to explain or predict its causes.

2. Is the phenomenon interesting and relevant?

Phenomena should spark curiosity and interest, ideally by connecting to students’ lives, experiences, or issues in their local environments. This connection not only engages students as scientists but affirms their identities. Students see themselves as contributors to scientific understanding by asking questions and designing investigations to answer those questions.

3. Is the phenomenon challenging and accessible?

A good phenomenon should challenge students with questions that promote critical thinking but remain approachable. It should also allow exploration from different angles and require students to acquire and apply knowledge in order to explain what occurred.

4. Is the phenomenon aligned with the three dimensions of science: DCI, CCC, and SEP?

Aligning phenomena with the three dimensions of science—Disciplinary Core Ideas (DCI), Crosscutting Concepts (CCC), and Science and Engineering Practices (SEP)—ensures students acquire deep content knowledge while also learning to think like scientists.

I have a phenomenon. What do I do next?

A phenomenon isn’t very useful in isolation. To engage student curiosity, you need to employ a driving question. These questions lead students to explain the scientific concepts behind the phenomenon.

Learn About Driving Questions

Where can I learn more about phenomena?

There are many resources available for deepening your understanding of phenomena. Begin your journey using the selections below.

• Using Phenomena in NGSS-Designed Lessons and Units

  This resource provides context for using phenomena with the Next Generation Science Standards (NGSS).

• Choosing Better Phenomena

  This resource distinguishes anchor and investigative phenomena.

• Iowa Science Phenomena Teacher Guide

  This resource includes instructional strategies for using phenomena.